Dyscalculia in the classroom: A case study on learningbarriers and support

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Dyscalculia, a form of Specific Learning Disorder (SLD) with impairment in mathematics, is
characterized by persistent difficulty in comprehending numerical concepts, recalling arithmetic facts,
and performing basic calculations despite average intelligence and adequate learning opportunities. The
present case study explores the cognitive, emotional, and academic profile of a 10-year-old female
student diagnosed with dyscalculia. Using a mixed-method approach, the study integrated psychometric
assessment, behavioural observation, and qualitative analysis to provide a holistic understanding of her
challenges and strengths. Assessment findings revealed average intellectual ability with marked deficits
in numerical reasoning, arithmetic operations, and applied problem-solving, accompanied by mild
depressive and anxiety symptoms. Intervention involved multisensory teaching strategies, cognitive
behavioural techniques for math anxiety, and structured family support. Over successive sessions,
notable improvement was observed in calculation accuracy, engagement, and confidence, indicating the
effectiveness of individualized and integrative intervention planning. The study underscores the
importance of early identification, multidisciplinary assessment, and emotional support in managing
dyscalculia to promote both academic and psychological well-being.

Read more HERE

Why I’m building an AI math tutor for dyscalculia — and grounding it in 30 years of ITS research

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When I started this research I expected dyscalculia to be a niche condition — something a handful of children had, easily addressed with extra practice. The numbers don’t support that. Roughly 5–7% of school-age children have dyscalculia: a specific learning difficulty with number sense that is neurological in origin, persistent across development, and largely invisible in standard classroom assessments.

It’s not “bad at maths.” A child with dyscalculia might have strong reading comprehension, solid spatial reasoning, and consistently fail to grasp that 9 comes before 10. The difficulty is specific, categorical, and resistant to the kind of general maths instruction classrooms provide. Standard adaptive apps — the ones with stars and progress bars — don’t help much because they adapt difficulty without adapting to the mechanism of the difficulty. A child who confuses 51 for 15 (digit reversal) needs something different from a child who skips borrowing. Treating both as “got it wrong, try again” misses the point.

This is the gap NumPath is designed to study. Not to solve — to study, rigorously, in a randomised controlled trial.

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Educational games to help dyscalculic students progress in mathematics

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Recent research in cognitive neuroscience demonstrates that the playful approach stimulates brain circuits different from those engaged by classical teaching. This alternative method allows dyscalculic students to develop their mathematical skills while preserving their self-confidence and intrinsic motivation.

In this comprehensive article, we will explore in depth how educational games can revolutionize mathematics learning for dyscalculic students, offering concrete strategies, adapted tools, and methods proven by experts in special education.

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